Timothy Grade 5 ELA, 2018-2019 (Period HROOM) Assignments

Compare/Contrast Text Dependent Analysis Writing

 

Students will complete two TDA (text dependent analysis essays) in class today with attention to writing structure. The first TDA is teacher modeled. We will all write the SAME ESSAY together to practice comparison/contrast structure. The second essay is written with a partner and must be completed at home. 

 

See supporting instruction for Compare/Contrast TDA HERE.

Some kinds of reading and writing focus on description (telling us how things are).  

1) Notes: Write the definition of the academic vocabulary word describe from the chart on the wall.  

2) Notes: Go to page 622. Copy the information on “Genre: Informational Text” to remember a kind of text that uses lots of description. 

3) Partner Reading: Read “Westward to Freedom” (from page 622) in your Journeys textbook. You are reading so that you can write about what is described and the text features used to add to your understanding. 

4) Independent Writing: Write a TDA (2 paragraph). In paragraph one, discuss the central event that is described in “Westward to Freedom” and the key events that occurred during westward movement. In paragraph 2, discuss the text features that support your understanding of the main idea in the text.  

Grades:  

1) Score for 2-paragraph TDA on description and text features 

2) Notes in Reading section of black binder

Some kinds of reading and writing are done to introduce to us a problem (a conflict) and a solution (how the conflict resolves). 

1) Notes: Write down the term problem and this definition:  

A problem, also known as a conflict, is when there is a question that needs an answer or a difficult situation that needs to be fixed (resolved). 

2) Notes: Note the different kinds of problems (conflicts) we know about: 

-Man VS Man: People in disagreement with other people 

-Man VS Nature: People in disagreement with things in nature 

-Man VS Himself: A person experiencing uncertainty or conflict in his own mind and heart 

-Man VS Society: A person in disagreement with the expectations of his community 

 

3) Partner Reading: Read “The Birchbark House” (pg. 562) with a partner. You are reading so that at the end of the text you can write a TDA on the problem Omakayas finds herself in when she is trapped by the mother bear. 

4) Independent Writing: Write a TDA (2 paragraph). In paragraph one, discuss why Omakayas’ encounter with the mama bear is a problem and the steps she takes to resolve that problem. In paragraph 2, discuss the kind of problem Omakayas has and how you know. Be sure to cite evidence to support your answer and page numbers.  

 

Grades:  

1) A 10-question comprehension test on “The Birchback House.” 

2) Score for 2-paragraph TDA on problem and solution 

3) Notes in Reading section of black binder 

 

Recommended Homework: Answer all of the “Stop and Think” questions in your partner reading text. That will prepare you for the test AND I will give you a homework grade.

Some kinds of reading and writing are done to show us a sequence of events (the order in which things happen). 

1) Notes: Go to page 351 of your Journeys textbook. Take notes on what “Sequence of Events” is. Be sure to copy the graphic to remind yourself of how to keep track. 

2) Notes: Go to page 352 of your textbook. Copy the Target Skill: Sequence of Events graphic. This will help you to review what “Sequence of Events” is about. 

3) Partner Reading: Read “James Forten” (pg. 352) with a partner. You are reading so that at the end of the text, you can write a TDA about the sequence of events in the text that led to Forten’s fight for freedom. 

4) Independent Writing: Write a TDA (1 paragraph) that discusses the key events that led to James Forten’s fight for freedom. Be sure to use the required structure and cite page numbers for all evidence. 

 

Grades: 

1) A 10-question comprehension test on “James Forten.” 

2) Score for 1-paragraph TDA on sequence of events 

3) Notes in Reading section of black binder 

 

Recommended Homework: Answer all of the “Stop and Think” questions in your partner reading text. That will prepare you for the test AND I will give you a homework grade.

Some kinds of reading and writing are done to help us understand how cause and effect work in real life.  

1) Notes: Go to page 149 of your Journeys textbook. Take notes on what the “Cause and Effect Text Structure” is.  

2) Notes: Go to page 150 of your Journeys textbook. Copy the Target Skill: Cause and Effect graphic. That will help you review what “Cause and Effect” reading and writing is about. 

3) Partner Reading: Read “Interrupted Journey” (pg. 150) by Kathryn Lasky with a partner. You are reading so that at the end of the text, you can write a TDA (2 paragraph) on causes and effects discussed in the text. 

4) Independent Writing: Write a TDA (2 paragraphs). In paragraph one, discuss the causes that lead to stranded sea turtles and their effects. In paragraph two, discuss the causes that lead to rescue teams being formed and the effects gained from rescue teams.  

 

Grades: 

1) A 10-question comprehension test on “Interrupted Journey.” 

2) Score for 2-paragraph cause and effect TDA. 

3) Notes in Reading section of black binder 

 

Recommended Homework: Answer all of the “Stop and Think” questions in your partner reading text. That will prepare you for the test AND I will give you a homework grade.

Some kinds of reading and writing are done to compare and contrast.  

1) Notes: Go to page 72 of your Journeys textbook. Take notes on what it means to “Compare and Contrast.”  

2) Notes: Write down the definitions of compare and contrast separately using the academic words chart on the wall.  

3) Partner Reading: Read the text “Off and Running” (pg. 72) by Gary Soto with a partner. You are reading so that at the end of the text, you can write a TDA (a minimum of two 5-8 sentence paragraphs) that tell how the main characters (Miata and Rudy) compare and contrast. 

4) Independent Writing: Write a TDA (2 paragraphs) to compare and contrast Rudy and Miata. Use the required 5-8 sentence structure for each paragraph.  

 

Grades:  

1) 10-question comprehension test on “Off and Running.”  

2) Score for 2-paragraph TDA comparing/contrasting Rudy and Miata. 

3) Notes in Reading section of black binder 

 

Recommended Homework: Answer all of the “Stop and Think” questions in your partner reading text. That will prepare you for the test AND I will give you a homework grade.

Frindle final novel test TODAY. Students have been reading Frindle in class as a part of the Timothy Class Reading Challenge. Class with the highest assessment average will receive a prize!!!

Students were given a copy of the printed rubric to use for self-evaluation of their submitted and graded Holistic Self projects. They were then given the ELA period to improve their projects based on teacher feedback and what they see missing from the rubric. Teacher collected the project for final submission today. Please note, this is the second extension provided. Parents have been contacted for students who are not completing the task in class. 

On August 31, students were given a teacher model of a personal journal to provide support for the journals required in the "Holistic Self" project. Teacher walked students through some general coaching on how to retell an experience. We also did a word count to add understanding to how easy it is to achieve 150-250 words when retelling an event. See attached picture. 

Write a five-sentence paragraph where you answer this question:

 

What is the one thing you cannot live without? We are not talking about biological needs.

 

Use the paragraph modeling notes you went over with your teacher in class today. Remember, your topic sentence includes a stem of the question and an opportunity for evidence. Your evidence is started with transition words "first," second" and "third." The closing sentence is a "Because of" transition that closes the paragraph with the reasons cleverly wrapped into the sentence.

 

Look the model we wrote together.

Insert ELA project syllabus dates into the Reading/Language Arts assignment slots in your student agenda. Teacher will check for completion. Note: there are two types of calendars in your student agenda. There are month calendars that are just little squares and there is an assignment calendar that has lines to write tasks for each day. You are writing these ELA project due dates on the lines in the task section. 

Project Poster Model:

This is one good way to divide your group's project poster when you are working on group projects/presentations.